This PhD project explored multimodal pictorial, musical and movement-based interventions that are intended to promote self-regulated learning processes. Scholarly findings increasingly indicate that scholastic success is not rooted solely in subject knowledge and general intelligence, but that scholastic achievement is also influenced by psychosocial factors with little known significance in learning (Kuhl, 2001). The project aim was to better understand the degree to which conditions exist for body-oriented language educational practices that promote self-regulation. To determine this, real-world interventions by Rhaeto-Romanic-speaking teachers at all levels of compulsory education were analysed, as were intervention models found in the teaching materials. The project findings reveal that teaching materials, teacher-training programmes and the curriculum for compulsory schools in German-speaking Switzerland (Lehrplan 21) all tend to marginalise multimodal interventions for promoting self-regulation, but that teachers in the classroom regularly take recourse to such interventions. The findings also shed light on the opportunities and challenges that small rural and Alpine schools face with regard to promoting self-regulated learning.